Studies show that interactive educational video can reduce cognitive overload, guide viewers' attention, and trigger reflection; moreover, tablets can help students to increase self-directed learning, take ownership of the learning process, and collaborate with one another. In this study, we examine whether interactive video together with tablets and an online course learning environment can become the means for promoting efficient and effective self-paced learning in the classroom. In traditional elementary classes, students most often play a somewhat passive role in pacing and organizing their learning progress. Students in our study were asked to follow a learning path of interactive videos and other learning units in pairs while the teacher played only a supportive role. Two classes of fifth grade (30 students) and two classes of sixth grade (30 students) exploited the proposed environment for two 90 min' sessions. The interactive videos and learning activities were designed to address students' misconceptions about heat transfer. Data were collected through pre-post tests, focus groups, attitude questionnaires for students/teachers, and researchers' observations. Students scored significantly higher in the post-test than they did in the pretest and they were very positive about the prospects of the proposed approach, which they associated with pros such as learning efficiency, learning effectiveness, self-directed learning, enjoyment, and better classroom dynamics. Students demonstrated impressive self-control, self-discipline, and learning autonomy and successfully managed their own progress. The study shows that the proposed learning setting could become a promising means of promoting self-paced interactive learning in the classroom.